$MODULE Book 1 · Lesson 1: The Classroom {st-page_005_001.jpg|An empty classroom with student desks, a teacher's desk, a blackboard, a window, a clock on the wall, and a map of North America}
FORMAT: 2
DIOCO_DOC_ID: alc_book1_lesson1
DESCRIPTION: First steps in English: classroom instructions, letters A to G, numbers 0 to 20, greetings, classroom objects, "this" and "that", and "my" and "your".
TARGET_LANG_G: en
HOME_LANG_G: en
TTS_PROMPT: This is an absolute-beginner course. Speak slowly and very clearly.
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Narrator | aoede | Friendly narrator
VOICE: Student | schedar | Male student
VOICE: Teacher | gacrux | Female teacher
VOICE: Ted | achird | Male speaker
VOICE: Aldo | schedar | Male speaker
VOICE: Bill | schedar | Male speaker
VOICE: Bob | achird | Male speaker
VOICE: Sgt_Smith | charon | Male speaker
VOICE: Maj_Henry | iapetus | Male speaker
VOICE: John | schedar | Male speaker
VOICE: Mr_Bill | achird | Male speaker
VOICE: StudentA | schedar | Male speaker
VOICE: StudentB | achird | Male speaker

$SESSION 1-1: Classroom Instructions and Letters A to G

# Source: LLA 1A Figure 1 (VOCAB tags transferred from ST §Look, Listen, and Repeat, dropped as TTS twin)
$DIALOGUE Classroom Instructions
ID: 1a-f1
INTRO: Welcome to your first English lesson. In this lesson you'll learn classroom instructions, your first letters and numbers, greetings, and how to name the things around you. We start with the instructions you'll hear every single day — listen and repeat each one.
INSTRUCTION: Listen and repeat each instruction.
REPEAT

VOCAB: to listen
LINE: Listen. {page_011_001.jpg|A man holding his hand near his ear, indicating listening} {bk01-l1a-f1-01.mp3}

VOCAB: to repeat
LINE: Repeat. {page_011_002.jpg|A man with his mouth open, indicating speaking or repeating} {bk01-l1a-f1-02.mp3}

VOCAB: to look at
LINE: Look at the language laboratory activities. {page_011_003.jpg|A man looking to the side with dashed lines from his eye, indicating looking} {bk01-l1a-f1-03.mp3}

VOCAB: to write
LINE: Write the word. {page_011_004.jpg|A hand holding a pencil and writing "no" on a line} {bk01-l1a-f1-04.mp3}

VOCAB: to circle
LINE: Circle the letter. {page_011_005.jpg|A hand using a pencil to circle the letter 'c' from a list 'a b c'} {bk01-l1a-f1-05.mp3}

VOCAB: to go
LINE: Go to the lab. {page_011_006.jpg|A man walking, with footprints shown behind him, indicating going} {bk01-l1a-f1-06.mp3}

VOCAB: to open
LINE: Open the door. {page_011_007.jpg|An open door with an arrow pointing outward, indicating opening the door} {bk01-l1a-f1-07.mp3}

VOCAB: to close
LINE: Close the book. {page_011_008.jpg|An open book with two arrows pointing inward, indicating closing the book} {bk01-l1a-f1-08.mp3}

LINE: Open the window. {page_011_009.jpg|A man pushing a window frame upward, indicating opening a window} {bk01-l1a-f1-09.mp3}
LINE: Close the door. {page_011_010.jpg|A door showing a closing action with an arrow} {bk01-l1a-f1-10.mp3}
LINE: Close the window. {page_011_011.jpg|A man near a window with a large arrow pointing down, indicating closing the window} {bk01-l1a-f1-11.mp3}
LINE: Open the book. {page_011_012.jpg|An open book with two arrows pointing outward, indicating opening the book} {bk01-l1a-f1-12.mp3}

# Source: LLA 1A Figure 2
$DIALOGUE Classroom Instructions with Please
ID: 1a-f2
INTRO: The same instructions again, plus new ones with "please". Listen and repeat — politeness is free.
INSTRUCTION: Repeat the words and sentences.
REPEAT

LINE: Listen. {bk01-l1a-f2-01.mp3}
LINE: Repeat. {bk01-l1a-f2-02.mp3}
LINE: Look at the picture. {bk01-l1a-f2-03.mp3}
LINE: Write the word. {bk01-l1a-f2-04.mp3}
LINE: Circle the letter. {bk01-l1a-f2-05.mp3}
LINE: Go to the lab. {bk01-l1a-f2-06.mp3}
LINE: Open the door. {bk01-l1a-f2-07.mp3}
LINE: Open the book. {bk01-l1a-f2-08.mp3}
LINE: Open the window. {bk01-l1a-f2-09.mp3}
LINE: Close the door. {bk01-l1a-f2-10.mp3}
LINE: Close the window. {bk01-l1a-f2-11.mp3}
LINE: Close the book. {bk01-l1a-f2-12.mp3}

VOCAB: please
LINE: Repeat the word, please. {bk01-l1a-f2-13.mp3}

LINE: Please go to the classroom. {bk01-l1a-f2-14.mp3}
LINE: Please open your book. {bk01-l1a-f2-15.mp3}
LINE: Write your name, please. {bk01-l1a-f2-16.mp3}
LINE: Please open the window. {bk01-l1a-f2-17.mp3}
LINE: Write the number, please. {bk01-l1a-f2-18.mp3}
LINE: Circle the word, please. {bk01-l1a-f2-19.mp3}
LINE: Please look at the clock. {bk01-l1a-f2-20.mp3}
LINE: Go to your chair, please. {bk01-l1a-f2-21.mp3}
LINE: Please listen. {bk01-l1a-f2-22.mp3}
LINE: Look at the book, please. {bk01-l1a-f2-23.mp3}
LINE: Please write my name. {bk01-l1a-f2-24.mp3}

# Source: LLA 1A Figure 3 (part 1)
$DIALOGUE Letters A to G
ID: 1a-f3
INTRO: Now the alphabet — the first seven letters, "A" to "G". Listen and repeat each letter.
INSTRUCTION: Repeat the letters.
REPEAT

LINE: A a {bk01-l1a-f3-01.mp3}
LINE: B b {bk01-l1a-f3-02.mp3}
LINE: C c {bk01-l1a-f3-03.mp3}
LINE: D d {bk01-l1a-f3-04.mp3}
LINE: E e {bk01-l1a-f3-05.mp3}
LINE: F f {bk01-l1a-f3-06.mp3}
LINE: G g {bk01-l1a-f3-07.mp3}

# Source: LLA 1A Figure 3 (part 2)
$SELECT Tap the Letter You Hear
ID: 1a-f3-b
HIDE_PROMPT
INTRO: You'll hear one letter at a time. Tap the letter you hear — capital or small, it's the same letter.
INSTRUCTION: Tap the letter you hear.

EXAMPLE
PROMPT: E {bk01-l1a-f3-ex.mp3}
OPTION: a | b
OPTION: b | e
OPTION: c | F
OPTION: d | a
ANSWER: b

PROMPT: B {bk01-l1a-f3-08.mp3}
OPTION: a | a
OPTION: b | B
OPTION: c | C
OPTION: d | d
ANSWER: b

PROMPT: E {bk01-l1a-f3-09.mp3}
OPTION: a | G
OPTION: b | A
OPTION: c | C
OPTION: d | E
ANSWER: d

PROMPT: C {bk01-l1a-f3-10.mp3}
OPTION: a | c
OPTION: b | d
OPTION: c | a
OPTION: d | f
ANSWER: a

PROMPT: F {bk01-l1a-f3-11.mp3}
OPTION: a | B
OPTION: b | F
OPTION: c | E
OPTION: d | G
ANSWER: b

PROMPT: A {bk01-l1a-f3-12.mp3}
OPTION: a | G
OPTION: b | D
OPTION: c | C
OPTION: d | A
ANSWER: d

PROMPT: D {bk01-l1a-f3-13.mp3}
OPTION: a | f
OPTION: b | e
OPTION: c | d
OPTION: d | b
ANSWER: c

PROMPT: G {bk01-l1a-f3-14.mp3}
OPTION: a | g
OPTION: b | b
OPTION: c | E
OPTION: d | C
ANSWER: a

PROMPT: A {bk01-l1a-f3-15.mp3}
OPTION: a | e
OPTION: b | B
OPTION: c | C
OPTION: d | a
ANSWER: d

PROMPT: B {bk01-l1a-f3-16.mp3}
OPTION: a | b
OPTION: b | g
OPTION: c | d
OPTION: d | f
ANSWER: a

PROMPT: D {bk01-l1a-f3-17.mp3}
OPTION: a | C
OPTION: b | d
OPTION: c | e
OPTION: d | F
ANSWER: b

PROMPT: C {bk01-l1a-f3-18.mp3}
OPTION: a | c
OPTION: b | b
OPTION: c | f
OPTION: d | g
ANSWER: a

PROMPT: E {bk01-l1a-f3-19.mp3}
OPTION: a | A
OPTION: b | E
OPTION: c | B
OPTION: d | D
ANSWER: b

PROMPT: G {bk01-l1a-f3-20.mp3}
OPTION: a | c
OPTION: b | g
OPTION: c | F
OPTION: d | a
ANSWER: b

PROMPT: F {bk01-l1a-f3-21.mp3}
OPTION: a | d
OPTION: b | c
OPTION: c | b
OPTION: d | f
ANSWER: d

PROMPT: B {bk01-l1a-f3-22.mp3}
OPTION: a | d
OPTION: b | b
OPTION: c | c
OPTION: d | a
ANSWER: b

# Source: LLA 1A Figure 4
$PRODUCE Write the Letters
ID: 1a-f4
INPUT: type
CHECK: exact
NORMALIZE: strict
HIDE_PROMPT
INTRO: Now write them. Listen and type both forms of each letter — the capital first, a space, then the small letter.
INSTRUCTION: Type the capital and small letter.

EXAMPLE
PROMPT: Capital A. Small a. {bk01-l1a-f4-ex.mp3}
RESPONSE: A a

PROMPT: Capital G. Small g. {bk01-l1a-f4-01.mp3}
RESPONSE: G g

PROMPT: Capital D. Small d. {bk01-l1a-f4-02.mp3}
RESPONSE: D d

PROMPT: Capital F. Small f. {bk01-l1a-f4-03.mp3}
RESPONSE: F f

PROMPT: Capital C. Small c. {bk01-l1a-f4-04.mp3}
RESPONSE: C c

PROMPT: Capital E. Small e. {bk01-l1a-f4-05.mp3}
RESPONSE: E e

PROMPT: Capital B. Small b. {bk01-l1a-f4-06.mp3}
RESPONSE: B b

PROMPT: Capital G. Small g. {bk01-l1a-f4-07.mp3}
RESPONSE: G g

PROMPT: Capital A. Small a. {bk01-l1a-f4-08.mp3}
RESPONSE: A a

PROMPT: Capital F. Small f. {bk01-l1a-f4-09.mp3}
RESPONSE: F f

PROMPT: Capital B. Small b. {bk01-l1a-f4-10.mp3}
RESPONSE: B b

# SKIPPED (book): ST Vocabulary "DICTATION" — instructor repeats the alphabet, student writes the letter; no recorded stimulus and no given letters. The cassette letter drills above cover the skill; convertible later with chosen letters + TTS.

$SESSION 1-2: Numbers 0 to 20

# Source: LLA 1A Figure 6
$DIALOGUE Numbers 0 to 20
ID: 1a-f6
INTRO: In this part you'll learn to count from zero to twenty. First, just listen to the numbers and repeat each one.
INSTRUCTION: Repeat the numbers.
REPEAT

LINE: 0 {bk01-l1a-f6-00.mp3}
LINE: 1 {bk01-l1a-f6-01.mp3}
LINE: 2 {bk01-l1a-f6-02.mp3}
LINE: 3 {bk01-l1a-f6-03.mp3}
LINE: 4 {bk01-l1a-f6-04.mp3}
LINE: 5 {bk01-l1a-f6-05.mp3}
LINE: 6 {bk01-l1a-f6-06.mp3}
LINE: 7 {bk01-l1a-f6-07.mp3}
LINE: 8 {bk01-l1a-f6-08.mp3}
LINE: 9 {bk01-l1a-f6-09.mp3}
LINE: 10 {bk01-l1a-f6-10.mp3}
LINE: 11 {bk01-l1a-f6-11.mp3}
LINE: 12 {bk01-l1a-f6-12.mp3}
LINE: 13 {bk01-l1a-f6-13.mp3}
LINE: 14 {bk01-l1a-f6-14.mp3}
LINE: 15 {bk01-l1a-f6-15.mp3}
LINE: 16 {bk01-l1a-f6-16.mp3}
LINE: 17 {bk01-l1a-f6-17.mp3}
LINE: 18 {bk01-l1a-f6-18.mp3}
LINE: 19 {bk01-l1a-f6-19.mp3}
LINE: 20 {bk01-l1a-f6-20.mp3}

# Source: LLA 1A Figure 7
$SELECT Tap the Number You Hear
ID: 1a-f7
HIDE_PROMPT
INTRO: You'll hear a number. Tap the matching figure — some of them sound very alike, so listen closely.
INSTRUCTION: Tap the number you hear.

EXAMPLE
PROMPT: 16 {bk01-l1a-f7-ex.mp3}
OPTION: a | 6
OPTION: b | 18
OPTION: c | 16
OPTION: d | 5
ANSWER: c

PROMPT: 3 {bk01-l1a-f7-01.mp3}
OPTION: a | 1
OPTION: b | 2
OPTION: c | 3
OPTION: d | 4
ANSWER: c

PROMPT: 11 {bk01-l1a-f7-02.mp3}
OPTION: a | 5
OPTION: b | 0
OPTION: c | 9
OPTION: d | 11
ANSWER: d

PROMPT: 6 {bk01-l1a-f7-03.mp3}
OPTION: a | 2
OPTION: b | 4
OPTION: c | 6
OPTION: d | 8
ANSWER: c

PROMPT: 12 {bk01-l1a-f7-04.mp3}
OPTION: a | 12
OPTION: b | 10
OPTION: c | 9
OPTION: d | 7
ANSWER: a

PROMPT: 9 {bk01-l1a-f7-05.mp3}
OPTION: a | 3
OPTION: b | 9
OPTION: c | 5
OPTION: d | 8
ANSWER: b

PROMPT: 10 {bk01-l1a-f7-06.mp3}
OPTION: a | 5
OPTION: b | 12
OPTION: c | 10
OPTION: d | 2
ANSWER: c

PROMPT: 5 {bk01-l1a-f7-07.mp3}
OPTION: a | 5
OPTION: b | 6
OPTION: c | 8
OPTION: d | 9
ANSWER: a

PROMPT: 13 {bk01-l1a-f7-08.mp3}
OPTION: a | 10
OPTION: b | 11
OPTION: c | 12
OPTION: d | 13
ANSWER: d

PROMPT: 18 {bk01-l1a-f7-09.mp3}
OPTION: a | 8
OPTION: b | 18
OPTION: c | 9
OPTION: d | 12
ANSWER: b

PROMPT: 0 {bk01-l1a-f7-10.mp3}
OPTION: a | 0
OPTION: b | 10
OPTION: c | 15
OPTION: d | 20
ANSWER: a

PROMPT: 15 {bk01-l1a-f7-11.mp3}
OPTION: a | 8
OPTION: b | 15
OPTION: c | 0
OPTION: d | 2
ANSWER: b

PROMPT: 4 {bk01-l1a-f7-12.mp3}
OPTION: a | 4
OPTION: b | 17
OPTION: c | 14
OPTION: d | 9
ANSWER: a

PROMPT: 19 {bk01-l1a-f7-13.mp3}
OPTION: a | 9
OPTION: b | 6
OPTION: c | 13
OPTION: d | 19
ANSWER: d

PROMPT: 20 {bk01-l1a-f7-14.mp3}
OPTION: a | 20
OPTION: b | 12
OPTION: c | 2
OPTION: d | 0
ANSWER: a

PROMPT: 1 {bk01-l1a-f7-15.mp3}
OPTION: a | 7
OPTION: b | 11
OPTION: c | 1
OPTION: d | 14
ANSWER: c

PROMPT: 2 {bk01-l1a-f7-16.mp3}
OPTION: a | 3
OPTION: b | 12
OPTION: c | 16
OPTION: d | 2
ANSWER: d

# Source: ST §Numbers Zero to Twenty (table re-authored as grammar cards)
$GRAMMAR Numbers as Words
ID: l1-s7
INTRO: Here are the same numbers written as words. Tap any word to hear it, and look closely at the spelling — you'll need it in a moment.

CARD: The numbers from zero to five, written as words.
{zero}
{one}
{two}
{three}
{four}
{five}

CARD: Six to ten.
{six}
{seven}
{eight}
{nine}
{ten}

CARD: Eleven to fifteen.
{eleven}
{twelve}
{thirteen}
{fourteen}
{fifteen}

CARD: Sixteen to twenty.
{sixteen}
{seventeen}
{eighteen}
{nineteen}
{twenty}

SUMMARY:
| | |
|---|---|
| 0 = zero | |
| 1 = one | 11 = eleven |
| 2 = two | 12 = twelve |
| 3 = three | 13 = thirteen |
| 4 = four | 14 = fourteen |
| 5 = five | 15 = fifteen |
| 6 = six | 16 = sixteen |
| 7 = seven | 17 = seventeen |
| 8 = eight | 18 = eighteen |
| 9 = nine | 19 = nineteen |
| 10 = ten | 20 = twenty |

# Source: ST §A Number and a Word
$SELECT A Number and a Word
ID: l1-s8
INTRO: Now match figures to words. You'll see a number — tap the word that says it.
INSTRUCTION: Tap the correct word for the number.
OPTION: sixteen | sixteen
OPTION: eight | eight
OPTION: two | two
OPTION: thirteen | thirteen
OPTION: ten | ten
OPTION: eleven | eleven
OPTION: one | one
OPTION: twelve | twelve
OPTION: five | five
OPTION: nine | nine

TEMPLATE: 10
ANSWER: ten

TEMPLATE: 1
ANSWER: one

TEMPLATE: 12
ANSWER: twelve

TEMPLATE: 16
ANSWER: sixteen

TEMPLATE: 8
ANSWER: eight

TEMPLATE: 13
ANSWER: thirteen

TEMPLATE: 9
ANSWER: nine

TEMPLATE: 2
ANSWER: two

TEMPLATE: 11
ANSWER: eleven

TEMPLATE: 5
ANSWER: five

# Source: LLA 1B Figure 1
$PRODUCE Write the Missing Number
ID: 1b-f1
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: You'll hear three numbers, but one is missing on your screen. Type the missing number.
INSTRUCTION: Type the missing number.

EXAMPLE
PROMPT: 14 ... 7 ... 12 {bk01-l1b-f1-ex.mp3}
TEMPLATE: 14 7 ____
RESPONSE: 12
ACCEPT: 12 | twelve

PROMPT: 3 ... 5 ... 8 {bk01-l1b-f1-01.mp3}
TEMPLATE: 3 ____ 8
RESPONSE: 5
ACCEPT: 5 | five

PROMPT: 1 ... 2 ... 3 {bk01-l1b-f1-02.mp3}
TEMPLATE: 1 2 ____
RESPONSE: 3
ACCEPT: 3 | three

PROMPT: 12 ... 10 ... 9 {bk01-l1b-f1-03.mp3}
TEMPLATE: 12 10 ____
RESPONSE: 9
ACCEPT: 9 | nine

PROMPT: 0 ... 4 ... 11 {bk01-l1b-f1-04.mp3}
TEMPLATE: 0 4 ____
RESPONSE: 11
ACCEPT: 11 | eleven

PROMPT: 3 ... 9 ... 1 {bk01-l1b-f1-05.mp3}
TEMPLATE: ____ 9 1
RESPONSE: 3
ACCEPT: 3 | three

PROMPT: 6 ... 4 ... 2 {bk01-l1b-f1-06.mp3}
TEMPLATE: 6 4 ____
RESPONSE: 2
ACCEPT: 2 | two

PROMPT: 11 ... 1 ... 10 {bk01-l1b-f1-07.mp3}
TEMPLATE: 11 ____ 10
RESPONSE: 1
ACCEPT: 1 | one

PROMPT: 7 ... 11 ... 4 {bk01-l1b-f1-08.mp3}
TEMPLATE: 7 11 ____
RESPONSE: 4
ACCEPT: 4 | four

PROMPT: 3 ... 6 ... 9 {bk01-l1b-f1-09.mp3}
TEMPLATE: 3 ____ 9
RESPONSE: 6
ACCEPT: 6 | six

PROMPT: 8 ... 10 ... 12 {bk01-l1b-f1-10.mp3}
TEMPLATE: ____ 10 12
RESPONSE: 8
ACCEPT: 8 | eight

PROMPT: 4 ... 3 ... 9 {bk01-l1b-f1-11.mp3}
TEMPLATE: 4 3 ____
RESPONSE: 9
ACCEPT: 9 | nine

PROMPT: 7 ... 9 ... 2 {bk01-l1b-f1-12.mp3}
TEMPLATE: ____ 9 2
RESPONSE: 7
ACCEPT: 7 | seven

# SKIPPED (book): ST "DICTATION" — repeat the numbers, write the numbers. Instructor-read with no recorded stimulus or given items; convertible later with chosen numbers + TTS.

$SESSION 1-3: Greetings and Classroom Objects

# Source: ST §How Are You?
$DIALOGUE How Are You?
ID: l1-s1
INTRO: New part, new skill: greeting people — and then naming the things in the classroom. Bill and Bob meet in the morning. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: Good morning
Bill: Good morning.

VOCAB: How are you?
Bob: Good morning. How are you?

VOCAB: Fine, thanks.
Bill: Fine, thanks. How are you?

VOCAB: classroom
Bob: Fine, thanks. Oh, my teacher is in the classroom.

VOCAB: See you later.
Bill: See you later.

VOCAB: Okay
VOCAB: Goodbye
Bob: Okay. Goodbye.

# Source: LLA 1B Figure 2
$DIALOGUE In the Classroom
ID: 1b-f2
INTRO: A student and his teacher, from good morning to goodbye. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: ma'am
Student: Good morning, ma'am. {page_016_001.jpg|A male student standing at a desk speaking to a female teacher who is seated at her desk. A clock on the wall shows 8:00} {bk01-l1b-f2-01.mp3}

Teacher: Good morning. {page_016_001.jpg|A male student standing at a desk speaking to a female teacher who is seated at her desk. A clock on the wall shows 8:00} {bk01-l1b-f2-02.mp3}
Teacher: How are you? {page_016_002.jpg|A male student and a female teacher in close-up conversation} {bk01-l1b-f2-03.mp3}
Student: Fine, thanks. {page_016_002.jpg|A male student and a female teacher in close-up conversation} {bk01-l1b-f2-04.mp3}
Teacher: It's 2 o'clock. {page_016_003.jpg|A female teacher standing in front of a blackboard speaking to her students. A clock on the wall shows 2:00} {bk01-l1b-f2-05.mp3}
LINE: Close your books, please. {page_016_003.jpg|A female teacher standing in front of a blackboard speaking to her students. A clock on the wall shows 2:00} {bk01-l1b-f2-06.mp3}
Student: Goodbye, ma'am. {page_016_004.jpg|A male student carrying a book, waving goodbye to a female teacher seated at her desk. A clock on the wall shows 2:05} {bk01-l1b-f2-07.mp3}
Teacher: Goodbye. {page_016_004.jpg|A male student carrying a book, waving goodbye to a female teacher seated at her desk. A clock on the wall shows 2:05} {bk01-l1b-f2-08.mp3}

# Source: ST §How Are You? (Formal)
$DIALOGUE Good Morning, Sir
ID: l1-s3
INTRO: Two more greetings, more formal this time. Notice "sir" — some people have earned it. Listen and repeat.
INSTRUCTION: Listen and repeat the dialogs.
REPEAT

VOCAB: sir
Sgt_Smith: Good morning, sir. {st-page_008_001.jpg|Sgt Smith entering an office where Maj Henry is sitting at a desk. A clock on the wall reads 9:00}
Maj_Henry: Morning. How are you?
Sgt_Smith: Fine, thanks. How are you? {st-page_008_002.jpg|Sgt Smith handing papers to Maj Henry at his desk. A clock on the wall reads 9:00}
Maj_Henry: Fine, thanks.

Narrator: Later, at two o'clock.

VOCAB: Thanks
John: Thanks, Mr. Bill. {st-page_008_003.jpg|John standing and leaning on a chair, talking to Mr. Bill who is seated at a desk. A clock on the wall reads 2:00}
Mr_Bill: Okay. See you later.
John: Goodbye. {st-page_008_004.jpg|John holding a book and walking away from Mr. Bill who remains seated at his desk. A clock on the wall reads 2:00}

# Source: LLA 1B Figure 3 (VOCAB tags added here — first teaching of these objects)
$DIALOGUE What's That?
ID: 1b-f3
INTRO: Now the things around you. Look at each picture, listen to the question and the answer, and repeat both.
INSTRUCTION: Listen and repeat each line.
REPEAT

LINE: What's that? {page_017_001.jpg|A closed book} {bk01-l1b-f3-01-q.mp3}

VOCAB: book
LINE: It's a book. {page_017_001.jpg|A closed book} {bk01-l1b-f3-01-a.mp3}

LINE: What's that? {page_017_002.jpg|A simple wooden chair} {bk01-l1b-f3-02-q.mp3}

VOCAB: chair
LINE: It's a chair. {page_017_002.jpg|A simple wooden chair} {bk01-l1b-f3-02-a.mp3}

LINE: What's that? {page_017_003.jpg|A window with curtains drawn to the sides} {bk01-l1b-f3-03-q.mp3}

VOCAB: window
LINE: It's a window. {page_017_003.jpg|A window with curtains drawn to the sides} {bk01-l1b-f3-03-a.mp3}

LINE: What's that? {page_017_004.jpg|A desk clock showing approximately 2:00} {bk01-l1b-f3-04-q.mp3}

VOCAB: clock
LINE: It's a clock. {page_017_004.jpg|A desk clock showing approximately 2:00} {bk01-l1b-f3-04-a.mp3}

LINE: What's that? {page_017_005.jpg|An open door} {bk01-l1b-f3-05-q.mp3}

VOCAB: door
LINE: It's a door. {page_017_005.jpg|An open door} {bk01-l1b-f3-05-a.mp3}

LINE: What's that? {page_017_006.jpg|A wooden chair viewed from an angle} {bk01-l1b-f3-06-q.mp3}
LINE: It's a chair. {page_017_006.jpg|A wooden chair viewed from an angle} {bk01-l1b-f3-06-a.mp3}
LINE: What's that? {page_017_007.jpg|A simple table with four legs} {bk01-l1b-f3-07-q.mp3}

VOCAB: table
LINE: It's a table. {page_017_007.jpg|A simple table with four legs} {bk01-l1b-f3-07-a.mp3}

LINE: What's that? {page_017_008.jpg|A pencil} {bk01-l1b-f3-08-q.mp3}

VOCAB: pencil
LINE: It's a pencil. {page_017_008.jpg|A pencil} {bk01-l1b-f3-08-a.mp3}

LINE: What's that? {page_017_009.jpg|A pen} {bk01-l1b-f3-09-q.mp3}

VOCAB: pen
LINE: It's a pen. {page_017_009.jpg|A pen} {bk01-l1b-f3-09-a.mp3}

LINE: What's that? {page_017_010.jpg|An open binder notebook with some text written inside} {bk01-l1b-f3-10-q.mp3}

VOCAB: notebook
LINE: It's a notebook. {page_017_010.jpg|An open binder notebook with some text written inside} {bk01-l1b-f3-10-a.mp3}

# Source: ST §It's a Book (grammar box re-authored as cards)
$GRAMMAR It's a Book
ID: l1-s4
INTRO: A small piece of grammar before more practice: "it is" and its short form "it's".

CARD: To say what something is, use **it is**.
{It is a book.}
{It is a pen.}
{It is a pencil.}

CARD: In speech, **it is** almost always becomes **it's**.
{It's a book.}
{It's a pen.}
{It's a pencil.}

SUMMARY:
**It + is = It's**

| Long form | Short form |
|---|---|
| It is a book. | It's a book. |
| It is a pen. | It's a pen. |
| It is a pencil. | It's a pencil. |

# Source: LLA 1C Figure 1 (VOCAB pruned to the words first taught here; earlier-taught objects already tagged in "What's That?")
$DIALOGUE More Classroom Words
ID: 1c-f1
INTRO: More questions and answers — with a few new words this time, like "picture" and "lab". Listen and repeat each one.
INSTRUCTION: Listen and repeat each line.
REPEAT

LINE: What's that? — It's a door. {page_019_001.jpg|An open doorway showing a door slightly open} {bk01-l1c-f1-01.mp3}

LINE: What's that? — It's a pencil. {page_019_002.jpg|A pencil} {bk01-l1c-f1-02.mp3}

LINE: What's that? — It's a notebook. {page_019_003.jpg|An open three-ring notebook} {bk01-l1c-f1-03.mp3}

VOCAB: picture
LINE: What's that? — It's a picture. {page_019_004.jpg|A framed picture of a landscape with trees} {bk01-l1c-f1-04.mp3}

LINE: What's that? — It's a pen. {page_019_005.jpg|A pen} {bk01-l1c-f1-05.mp3}

LINE: What's that? — It's a classroom. {page_019_006.jpg|A classroom with a teacher pointing at a blackboard} {bk01-l1c-f1-06.mp3}

LINE: What's that? — It's a book. {page_019_007.jpg|A closed book} {bk01-l1c-f1-07.mp3}

VOCAB: lab
LINE: What's that? — It's a lab. {page_019_008.jpg|A language laboratory with two students wearing headphones} {bk01-l1c-f1-08.mp3}

LINE: What's that? — It's a window. {page_019_009.jpg|A window with curtains} {bk01-l1c-f1-09.mp3}

VOCAB: word
LINE: What's that? — It's a word. {page_019_010.jpg|The word "pen" written in lowercase italics} {bk01-l1c-f1-10.mp3}

VOCAB: letter
LINE: What's that? — It's a letter. {page_019_011.jpg|The letter "b" written in lowercase bold font} {bk01-l1c-f1-11.mp3}

VOCAB: number
LINE: What's that? — It's a number. {page_019_012.jpg|The number "8" written in a stylized font} {bk01-l1c-f1-12.mp3}

# Source: LLA 1C Figure 2 (part 1)
$SELECT Tap the Picture You Hear
ID: 1c-f2
HIDE_PROMPT
INTRO: Time to check your ear. Listen to each question and answer, then tap the picture of the object you hear.
INSTRUCTION: Tap the correct picture.

PROMPT: What's that? — It's a pencil. {bk01-l1c-f2-01.mp3}
OPTION: a | letter b {page_020_001.jpg|a The letter "b"}
OPTION: b | pencil {page_020_002.jpg|b A pencil}
OPTION: c | number 8 {page_020_003.jpg|c The number "8"}
OPTION: d | picture {page_020_004.jpg|d A framed picture}
ANSWER: b

PROMPT: What's that? — It's a notebook. {bk01-l1c-f2-02.mp3}
OPTION: a | notebook {page_020_005.jpg|a An open notebook}
OPTION: b | book {page_020_006.jpg|b A closed book}
OPTION: c | window {page_020_007.jpg|c A window with curtains}
OPTION: d | lab {page_020_008.jpg|d A language laboratory}
ANSWER: a

PROMPT: What's that? — It's a pen. {bk01-l1c-f2-03.mp3}
OPTION: a | picture {page_020_009.jpg|a A framed picture}
OPTION: b | pencil {page_020_010.jpg|b A pencil}
OPTION: c | pen {page_020_011.jpg|c A pen}
OPTION: d | book {page_020_012.jpg|d A closed book}
ANSWER: c

PROMPT: What's that? — It's a picture. {bk01-l1c-f2-04.mp3}
OPTION: a | notebook {page_020_013.jpg|a An open notebook}
OPTION: b | classroom {page_020_014.jpg|b A classroom with a teacher}
OPTION: c | window {page_020_015.jpg|c A window with curtains}
OPTION: d | picture {page_020_016.jpg|d A framed picture}
ANSWER: d

PROMPT: What's that? — It's a book. {bk01-l1c-f2-05.mp3}
OPTION: a | word {page_020_017.jpg|a The word "pen"}
OPTION: b | book {page_020_018.jpg|b A closed book}
OPTION: c | picture {page_020_019.jpg|c A framed picture}
OPTION: d | number 8 {page_020_020.jpg|d The number "8"}
ANSWER: b

PROMPT: What's that? — It's a lab. {bk01-l1c-f2-06.mp3}
OPTION: a | lab {page_020_021.jpg|a A language laboratory}
OPTION: b | book {page_020_022.jpg|b A closed book}
OPTION: c | classroom {page_020_023.jpg|c A classroom with a teacher}
OPTION: d | pencil {page_020_024.jpg|d A pencil}
ANSWER: a

# Source: LLA 1C Figure 2 (part 2)
$PRODUCE Answer About the Pictures
ID: 1c-f2-b
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Now you answer. Look at the picture, listen to the question, answer aloud in a complete sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.

EXAMPLE
PROMPT: What's letter B? {page_020_002.jpg|A pencil} {bk01-l1c-f2-ex-q.mp3}
RESPONSE: It's a pencil. {bk01-l1c-f2-ex-a.mp3}

PROMPT: What's letter B? {page_020_002.jpg|A pencil} {bk01-l1c-f2-07-q.mp3}
RESPONSE: It's a pencil. {bk01-l1c-f2-07-a.mp3}

PROMPT: What's letter A? {page_020_005.jpg|An open notebook} {bk01-l1c-f2-08-q.mp3}
RESPONSE: It's a notebook. {bk01-l1c-f2-08-a.mp3}

PROMPT: What's letter C? {page_020_011.jpg|A pen} {bk01-l1c-f2-09-q.mp3}
RESPONSE: It's a pen. {bk01-l1c-f2-09-a.mp3}

PROMPT: What's letter D? {page_020_016.jpg|A framed picture} {bk01-l1c-f2-10-q.mp3}
RESPONSE: It's a picture. {bk01-l1c-f2-10-a.mp3}

PROMPT: What's letter B? {page_020_018.jpg|A closed book} {bk01-l1c-f2-11-q.mp3}
RESPONSE: It's a book. {bk01-l1c-f2-11-a.mp3}

PROMPT: What's letter A? {page_020_021.jpg|A language laboratory} {bk01-l1c-f2-12-q.mp3}
RESPONSE: It's a lab. {bk01-l1c-f2-12-a.mp3}

# SKIPPED (book): LLA 1C Figure 3 — not recorded on the cassette; convertible later with TTS.

# Source: LLA 1C Figure 4
$DIALOGUE Words and Sentences
ID: 1c-f4
INTRO: One more pass over the words — first the word alone, then a sentence. Listen and repeat both.
INSTRUCTION: Repeat the words and sentences.
REPEAT

LINE: a classroom\nIt's a classroom. {bk01-l1c-f4-01.mp3}
LINE: a door\nIt's a door. {bk01-l1c-f4-02.mp3}
LINE: a window\nIt's a window. {bk01-l1c-f4-03.mp3}
LINE: a lab\nIt's a lab. {bk01-l1c-f4-04.mp3}
LINE: a picture\nIt's a picture. {bk01-l1c-f4-05.mp3}
LINE: a pencil\nIt's a pencil. {bk01-l1c-f4-06.mp3}
LINE: a pen\nIt's a pen. {bk01-l1c-f4-07.mp3}
LINE: a book\nIt's a book. {bk01-l1c-f4-08.mp3}
LINE: a notebook\nIt's a notebook. {bk01-l1c-f4-09.mp3}
LINE: a number\nIt's a number. {bk01-l1c-f4-10.mp3}
LINE: a letter\nIt's a letter. {bk01-l1c-f4-11.mp3}
LINE: a word\nIt's a word. {bk01-l1c-f4-12.mp3}
LINE: a clock\nIt's a clock. {bk01-l1c-f4-13.mp3}
LINE: a table\nIt's a table. {bk01-l1c-f4-14.mp3}
LINE: a chair\nIt's a chair. {bk01-l1c-f4-15.mp3}

# SKIPPED (book): ST "IT'S A CLASSROOM." (p.14) — points-to pair task (one student points, the other names); classroom-dependent, convertible later as picture-cued naming.

$SESSION 1-4: This and That

# Source: ST §What Is This? (grammar box re-authored as cards)
$GRAMMAR What Is This?
ID: l1-s10
INTRO: In this part you'll learn to ask what things are — and the small but mighty difference between "this" and "that". First: the question.

CARD: To ask about a thing, use **what**.
{What is this?}
{It's a book.}

CARD: **What is** shortens to **what's**.
{What's this?}
{It's a book.}

SUMMARY:
**What + is = What's**

| Question | Answer |
|---|---|
| What's this? | It's a book. |

# Source: ST §It's a Book (production exercise; INPUT switched to speak)
$PRODUCE Say What It Is
ID: l1-s11
INPUT: speak
CHECK: llm
INTRO: Look at each picture and say what it is, in a full sentence. For the later pictures nobody asks the question — so ask it yourself, then answer it.
INSTRUCTION: Say a full sentence for each picture.
RUBRIC: Match the model answer's shape: where the model is a single sentence, accept any sentence identifying the same object ("It's a pen." / "It is a pen."); where the model is a question plus its answer, require both the question and a matching answer.

EXAMPLE
PROMPT: What's this? {st-page_021_001.jpg|A closed textbook}
RESPONSE: It's a book.

PROMPT: What's this? {st-page_021_002.jpg|A ballpoint pen}
RESPONSE: It's a pen.

PROMPT: What's this? {st-page_021_003.jpg|A sharpened pencil}
RESPONSE: It's a pencil.

PROMPT: What's this? {st-page_021_004.jpg|An open notebook}
RESPONSE: It's a notebook.

PROMPT: What's this? {st-page_021_005.jpg|A door slightly ajar}
RESPONSE: It's a door.

PROMPT: What's this? {st-page_021_006.jpg|A window with curtains}
RESPONSE: It's a window.

PROMPT: {st-page_023_001.jpg|Two students sitting in language lab booths wearing headphones with microphones}
RESPONSE: What is this? It's a lab.

PROMPT: {st-page_023_002.jpg|A teacher pointing to a chalkboard in front of a student}
RESPONSE: What is this? It's a classroom.

PROMPT: {st-page_023_003.jpg|The lowercase letter b}
RESPONSE: What is this? It's a letter.

PROMPT: {st-page_023_004.jpg|The number 8}
RESPONSE: What is this? It's a number.

PROMPT: {st-page_023_005.jpg|The printed word 'pen'}
RESPONSE: What is this? It's a word.

PROMPT: {st-page_023_006.jpg|A picture on a wall showing a landscape with trees and clouds}
RESPONSE: What is this? It's a picture.

PROMPT: {st-page_023_007.jpg|A simple wooden chair}
RESPONSE: What is this? It's a chair.

PROMPT: {st-page_023_008.jpg|A mantel clock}
RESPONSE: What is this? It's a clock.

PROMPT: {st-page_023_009.jpg|A small wooden table}
RESPONSE: What is this? It's a table.

# Source: ST §This and That (grammar box re-authored as cards)
$GRAMMAR This and That
ID: l1-s9
INTRO: "This" or "that"? It depends on how far away the thing is. Two cards explain it.

CARD: Use **this** for a thing near you, and **that** for a thing farther away.
![Teacher showing 'This is a book', student pointing 'That's a book'](st-page_020_001.jpg)
{This is a pencil.}
{That is a door.}

CARD: **That is** shortens to **that's**.
{That's a pencil.}
{That's a door.}

SUMMARY:
**That + is = That's**

| Near | Far |
|---|---|
| This is a pencil. | That is a door. |
| | That's a door. |

# Source: LLA 1C Figure 5
$DIALOGUE This and That in Pictures
ID: 1c-f5
INTRO: Near things get "this"; far things get "that". Listen and repeat each sentence — the pictures show you the distance.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: This is a pencil. {page_023_001.jpg|A close-up hand touching a pencil} {bk01-l1c-f5-01.mp3}
LINE: That's a pencil. {page_023_002.jpg|A hand pointing at a pencil from a distance} {bk01-l1c-f5-02.mp3}
LINE: This is a table. {page_023_003.jpg|A hand touching a small table} {bk01-l1c-f5-03.mp3}
LINE: That's a table. {page_023_004.jpg|A hand pointing at a small table from a distance} {bk01-l1c-f5-04.mp3}
LINE: This is a chair. {page_023_005.jpg|A hand touching a small chair} {bk01-l1c-f5-05.mp3}
LINE: That's a chair. {page_023_006.jpg|A hand pointing at a small chair from a distance} {bk01-l1c-f5-06.mp3}
LINE: This is a notebook. {page_023_007.jpg|A hand touching an open notebook} {bk01-l1c-f5-07.mp3}
LINE: That's a notebook. {page_023_008.jpg|A hand pointing at an open notebook from a distance} {bk01-l1c-f5-08.mp3}
LINE: This is a window. {page_023_009.jpg|A hand touching a window with curtains} {bk01-l1c-f5-09.mp3}
LINE: That's a window. {page_023_010.jpg|A hand pointing at a window with curtains from a distance} {bk01-l1c-f5-10.mp3}
LINE: This is a clock. {page_023_011.jpg|A hand touching a table clock} {bk01-l1c-f5-11.mp3}
LINE: That's a clock. {page_023_012.jpg|A hand pointing at a table clock from a distance} {bk01-l1c-f5-12.mp3}
LINE: This is a lab. {page_023_013.jpg|A hand pointing closely at two students in a lab} {bk01-l1c-f5-13.mp3}
LINE: That's a lab. {page_023_014.jpg|A hand pointing at two students in a lab from a distance} {bk01-l1c-f5-14.mp3}

# Source: LLA 1C Figure 6
$SELECT Near or Far?
ID: 1c-f6
INTRO: Listen to each sentence. Is the thing near or far? Tap the picture that matches, then repeat the sentence.
INSTRUCTION: Tap the correct picture.
REPEAT

PROMPT: This is a clock. {bk01-l1c-f6-01-q.mp3}
OPTION: a | near {page_024_001.jpg|a A hand touching a table clock} {bk01-l1c-f6-01-a.mp3}
OPTION: b | far {page_024_002.jpg|b A hand pointing at a table clock from a distance}
ANSWER: a

PROMPT: This is a chair. {bk01-l1c-f6-02-q.mp3}
OPTION: a | near {page_024_003.jpg|a A hand touching a chair} {bk01-l1c-f6-02-a.mp3}
OPTION: b | far {page_024_004.jpg|b A hand pointing at a chair from a distance}
ANSWER: a

PROMPT: That's a table. {bk01-l1c-f6-03-q.mp3}
OPTION: a | near {page_024_005.jpg|a A hand touching a table}
OPTION: b | far {page_024_006.jpg|b A hand pointing at a table from a distance} {bk01-l1c-f6-03-a.mp3}
ANSWER: b

PROMPT: That's a clock. {bk01-l1c-f6-04-q.mp3}
OPTION: a | near {page_024_007.jpg|a A hand touching a table clock}
OPTION: b | far {page_024_008.jpg|b A hand pointing at a table clock from a distance} {bk01-l1c-f6-04-a.mp3}
ANSWER: b

PROMPT: This is a letter. {bk01-l1c-f6-05-q.mp3}
OPTION: a | near {page_024_009.jpg|a A hand touching a card with the letter "a"} {bk01-l1c-f6-05-a.mp3}
OPTION: b | far {page_024_010.jpg|b A hand pointing at a card with the letter "a" from a distance}
ANSWER: a

PROMPT: That's a door. {bk01-l1c-f6-06-q.mp3}
OPTION: a | near {page_024_011.jpg|a A hand touching an open doorway}
OPTION: b | far {page_024_012.jpg|b A hand pointing at an open doorway from a distance} {bk01-l1c-f6-06-a.mp3}
ANSWER: b

PROMPT: This is a window. {bk01-l1c-f6-07-q.mp3}
OPTION: a | near {page_024_013.jpg|a A hand touching a window with curtains} {bk01-l1c-f6-07-a.mp3}
OPTION: b | far {page_024_014.jpg|b A hand pointing at a window with curtains from a distance}
ANSWER: a

PROMPT: That's a word. {bk01-l1c-f6-08-q.mp3}
OPTION: a | near {page_024_015.jpg|a A hand touching a card with the word "pen"}
OPTION: b | far {page_024_016.jpg|b A hand pointing at a card with the word "pen" from a distance} {bk01-l1c-f6-08-a.mp3}
ANSWER: b

PROMPT: This is a pen. {bk01-l1c-f6-09-q.mp3}
OPTION: a | near {page_024_017.jpg|a A hand touching a pen} {bk01-l1c-f6-09-a.mp3}
OPTION: b | far {page_024_018.jpg|b A hand pointing at a pen from a distance}
ANSWER: a

PROMPT: This is a picture. {bk01-l1c-f6-10-q.mp3}
OPTION: a | near {page_024_019.jpg|a A hand touching a framed picture} {bk01-l1c-f6-10-a.mp3}
OPTION: b | far {page_024_020.jpg|b A hand pointing at a framed picture from a distance}
ANSWER: a

# Source: ST §What Is This? What Is That? (grammar box re-authored as cards)
$GRAMMAR What Is This? What Is That?
ID: l1-s12
INTRO: The two questions side by side — "what is this?" for near things, "what is that?" for far ones.

CARD: Ask with **this** for a thing near you, and **that** for a thing farther away.
{What is this?}
{What is that?}

CARD: Both questions shorten with **what's**.
{What's this?}
{What's that?}

SUMMARY:
**What + is = What's**

| Near | Far |
|---|---|
| What is this? | What is that? |
| What's this? | What's that? |

# Source: LLA 1C Figure 7
$DIALOGUE Questions and Answers: Near and Far
ID: 1c-f7
INTRO: Listen to questions and answers about objects near and far, and repeat each line.
INSTRUCTION: Repeat the questions and answers.
REPEAT

LINE: What is that? — That's a chair. {page_025_001.jpg|A hand on the left points with a question mark above it towards a chair, while a hand on the right points directly to the chair} {bk01-l1c-f7-01.mp3}
LINE: What is that? — This is a pen. {page_025_002.jpg|A hand on the left points with a question mark above it towards a pen, while a hand on the right points directly to the pen} {bk01-l1c-f7-02.mp3}
LINE: What is that? — That's a table. {page_025_003.jpg|A hand on the left points with a question mark above it towards a table, while a hand on the right points directly to the table} {bk01-l1c-f7-03.mp3}
LINE: What is that? — That's a notebook. {page_025_004.jpg|A hand on the left points with a question mark above it towards an open ring binder notebook, while a hand on the right points directly to the notebook} {bk01-l1c-f7-04.mp3}
LINE: What is that? — That's a clock. {page_026_001.jpg|A hand on the left points with a question mark above it towards a desk clock, while a hand on the right points directly to the clock} {bk01-l1c-f7-05.mp3}
LINE: What is this? — This is a picture. {page_026_002.jpg|A hand on the left points with a question mark above it towards a framed picture, while a hand on the right points directly to the picture} {bk01-l1c-f7-06.mp3}
LINE: What is this? — That's a window. {page_026_003.jpg|A hand on the left points with a question mark above it towards a window with curtains, while a hand on the right points directly to the window} {bk01-l1c-f7-07.mp3}
LINE: What is this? — This is a door. {page_026_004.jpg|A hand on the left points with a question mark above it towards an open door, while a hand on the right points directly to the door} {bk01-l1c-f7-08.mp3}

# Source: LLA 1C Figure 8
$SELECT This or That — Tap the Picture
ID: 1c-f8
INTRO: Listen to each question and answer, then tap the picture that matches what you heard. Repeat the sentences after answering.
INSTRUCTION: Tap the correct picture.
REPEAT

PROMPT: What's that? — This is a clock. {bk01-l1c-f8-01-q.mp3}
OPTION: a | Column A {page_027_001.jpg|a A hand pointing towards a clock with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-01-a.mp3}
OPTION: b | Column B {page_027_002.jpg|b A hand pointing from a further distance towards a clock with a question mark, and another hand pointing closer to it}
ANSWER: a

PROMPT: What's that? — That's a notebook. {bk01-l1c-f8-02-q.mp3}
OPTION: a | Column A {page_027_003.jpg|a A hand pointing towards an open binder notebook with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-02-a.mp3}
OPTION: b | Column B {page_027_004.jpg|b A hand pointing from a further distance towards an open binder notebook with a question mark, and another hand pointing closer to it}
ANSWER: a

PROMPT: What's that? — That's a pen. {bk01-l1c-f8-03-q.mp3}
OPTION: a | Column A {page_027_005.jpg|a A hand pointing towards a pen with a question mark, and another hand pointing closer to it}
OPTION: b | Column B {page_027_006.jpg|b A hand pointing from a further distance towards a pen with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-03-a.mp3}
ANSWER: b

PROMPT: What's that? — That's a table. {bk01-l1c-f8-04-q.mp3}
OPTION: a | Column A {page_027_007.jpg|a A hand pointing towards a table with a question mark, and another hand pointing closer to it}
OPTION: b | Column B {page_027_008.jpg|b A hand pointing from a further distance towards a table with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-04-a.mp3}
ANSWER: b

PROMPT: What's that? — That's a door. {bk01-l1c-f8-05-q.mp3}
OPTION: a | Column A {page_027_009.jpg|a A hand pointing towards a door with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-05-a.mp3}
OPTION: b | Column B {page_027_010.jpg|b A hand pointing from a further distance towards a door with a question mark, and another hand pointing closer to it}
ANSWER: a

PROMPT: What's that? — This is a chair. {bk01-l1c-f8-06-q.mp3}
OPTION: a | Column A {page_027_011.jpg|a A hand pointing towards a chair with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-06-a.mp3}
OPTION: b | Column B {page_027_012.jpg|b A hand pointing from a further distance towards a chair with a question mark, and another hand pointing closer to it}
ANSWER: a

PROMPT: What's this? — That's a window. {bk01-l1c-f8-07-q.mp3}
OPTION: a | Column A {page_027_013.jpg|a A hand pointing towards a window with a question mark, and another hand pointing closer to it}
OPTION: b | Column B {page_027_014.jpg|b A hand pointing from a further distance towards a window with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-07-a.mp3}
ANSWER: b

PROMPT: What's this? — This is a picture. {bk01-l1c-f8-08-q.mp3}
OPTION: a | Column A {page_027_015.jpg|a A hand pointing towards a picture with a question mark, and another hand pointing closer to it}
OPTION: b | Column B {page_027_016.jpg|b A hand pointing from a further distance towards a picture with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-08-a.mp3}
ANSWER: b

# Source: ST §What Is This? What Is That? (production exercise; INPUT switched to speak)
# SKIPPED (book): ST p.22 "WHAT IS THIS? WHAT IS THAT?" write-a-question-and-answer (image page_022_001) — merged into this p.25 exercise; convertible later.
$PRODUCE Ask and Answer
ID: l1-s13
INPUT: speak
CHECK: llm
INTRO: Now build both halves yourself. Look at each picture, ask the question aloud, and answer it — the speech bubbles show who asks and who answers.
INSTRUCTION: Ask the question and answer it aloud.
RUBRIC: Accept any correctly structured question and answer matching the picture (e.g. "What's this? That's a pen.")

EXAMPLE
PROMPT: {st-page_025_001.jpg|A man holding up a pen, looking at a boy who is asking a question. Speech bubble from the boy says 'Q' and speech bubble from the man says 'A'}
RESPONSE: What's this? That's a pen.

PROMPT: {st-page_025_002.jpg|A man holding a book, looking at another man who is asking a question. Speech bubble 'Q' from the first man, and 'A' from the second man}
RESPONSE: What's this? That's a book.

PROMPT: {st-page_026_001.jpg|A man pointing at a clock on the wall, showing it to two other men. A speech bubble 'Q' is near one man, and 'A' is near another}
RESPONSE: What's this? That's a clock.

PROMPT: {st-page_026_002.jpg|A man in uniform showing a picture frame to another man. Speech bubbles indicate 'Q' and 'A'}
RESPONSE: What's this? That's a picture.

PROMPT: {st-page_026_003.jpg|A man in a uniform pointing to a window, speaking to another man. Speech bubbles 'Q' and 'A' are shown}
RESPONSE: What's this? That's a window.

PROMPT: {st-page_026_004.jpg|A man sitting at a desk looking at another man standing in front of him holding a pointer. Speech bubbles 'Q' and 'A' are shown}
RESPONSE: What's that? This is a notebook.
RUBRIC: The picture shows a standing man pointing at a notebook on a seated man's desk. Require a "what" question plus an answer naming the notebook, the table or desk, or a book; accept this/that/it's and contracted or full forms.

PROMPT: {st-page_027_001.jpg|A female teacher with a pointer speaking to a male student in front of a blackboard labeled with a 'B'. Speech bubbles 'Q' and 'A' are shown}
RESPONSE: What's this? That's a letter.

PROMPT: {st-page_027_002.jpg|A man pointing at an open book with page number 190. Another woman is looking at it. Speech bubbles 'Q' and 'A' are shown above the books}
TEMPLATE: a page
RESPONSE: What's this? That's a page.
RUBRIC: The cue "a page" is shown on the card and the man points at a page of an open book. Require a "what" question; the best answer names a page, but also accept "a number" or "a book" (the page shows a large numeral 9) — if the learner misses "page", point them to the on-screen cue.

# SKIPPED (book): ST "THIS IS A PENCIL." — look-around-your-classroom production task; environment-dependent, not app-doable.

$SESSION 1-5: My and Your

# Source: ST §This Is My Pen (grammar box re-authored as cards)
$GRAMMAR My and Your
ID: l1-s14
INTRO: In this part you'll learn "my" and "your" — who owns what. Two small words, endless arguments prevented.

CARD: **My** means it belongs to me. **Your** means it belongs to you.
![Illustrations for my and your](st-page_027_003.jpg)
{That is my chair.}
{That's your pen.}

SUMMARY:
| | | |
|---|---|---|
| This is | a | book. |
| That is | my | chair. |
| That's | your | pen. |

# Source: LLA 1B Listening and Speaking Activity
$DIALOGUE My and Your in Sentences
ID: 1b-ls1
INTRO: "My" and "your" in action, with "this" and "that" along for the ride. Listen to each sentence and repeat it.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is my book. {bk01-l1b-f4-11.mp3}
LINE: That's your chair. {bk01-l1b-f4-12.mp3}
LINE: It's my pen. {bk01-l1b-f4-13.mp3}
LINE: That's your pencil. {bk01-l1b-f4-14.mp3}
LINE: That's my chair. {bk01-l1b-f4-15.mp3}
LINE: It's your notebook. {bk01-l1b-f4-16.mp3}
LINE: This is my picture. {bk01-l1b-f4-17.mp3}
LINE: That's your book. {bk01-l1b-f4-18.mp3}
LINE: That's your clock. {bk01-l1b-f4-19.mp3}
LINE: This is my pencil. {bk01-l1b-f4-20.mp3}
LINE: That's my notebook. {bk01-l1b-f4-21.mp3}
LINE: This is your picture. {bk01-l1b-f4-22.mp3}
LINE: It's my clock. {bk01-l1b-f4-23.mp3}
LINE: That's your pen. {bk01-l1b-f4-24.mp3}
LINE: This is my table. {bk01-l1b-f4-25.mp3}
LINE: That's your classroom. {bk01-l1b-f4-26.mp3}
LINE: This is your lab. {bk01-l1b-f4-27.mp3}
LINE: This is my classroom. {bk01-l1b-f4-28.mp3}
LINE: That's your table. {bk01-l1b-f4-29.mp3}
LINE: That's my lab. {bk01-l1b-f4-30.mp3}

# Source: ST §What Is That? (restored 2026-08-22 — dropped at assembly with no skip note; drills the my/your paired contrast that "My and Your in Sentences" does not)
$DIALOGUE My Pen and Your Pen, Side by Side
ID: l1-s15
INTRO: Each sentence pairs "this is my" with "that's your" — same object, two owners. Listen and repeat.
INSTRUCTION: Listen and repeat these sentences.
REPEAT

LINE: This is my pen. That's your pen.
LINE: This is my book. That's your book.
LINE: This is my notebook. That's your notebook.
LINE: This is my picture. That's your picture.
LINE: This is my pencil. That's your pencil.
LINE: This is my chair. That's your chair.

# Source: ST §That's Your Pen
$DIALOGUE That's Your Pen
ID: l1-s16
INTRO: Two students sort out whose things are whose. Just listen and read along — no repeating this time.
INSTRUCTION: Listen and read the questions and answers.

StudentA: What's this?
StudentB: That's your pen.

StudentA: What's this?
StudentB: That's your book.

StudentA: What's this?
StudentB: That's your notebook.

StudentA: What's this?
StudentB: That's your pencil.

StudentA: What's that?
StudentB: This is my picture. That's your picture.

StudentA: What's that?
StudentB: This is my chair. That's your chair.

StudentA: What's that?
StudentB: That's my book. This is your book.

StudentA: What's that?
StudentB: That's my notebook. This is your notebook.

# Source: LLA 1B Figure 4
$PRODUCE Write the Missing Word
ID: 1b-f4
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: A listening check on this lesson's sentences. Listen, type the missing word, then repeat the full sentence when it plays back.
INSTRUCTION: Type the missing word.
REPEAT

EXAMPLE
PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3}
TEMPLATE: Good morning. How ____ you?
RESPONSE: Good morning. How are you? {bk01-l1b-f4-ex.mp3}
ACCEPT: are

PROMPT: See you later. {bk01-l1b-f4-01.mp3}
TEMPLATE: See ____ later.
RESPONSE: See you later. {bk01-l1b-f4-01.mp3}
ACCEPT: you

PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3}
TEMPLATE: Please ____ at your book.
RESPONSE: Please look at your book. {bk01-l1b-f4-02.mp3}
ACCEPT: look

PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3}
TEMPLATE: Open ____ notebook.
RESPONSE: Open your notebook. {bk01-l1b-f4-03.mp3}
ACCEPT: your

PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3}
TEMPLATE: ____ is a pencil.
RESPONSE: This is a pencil. {bk01-l1b-f4-04.mp3}
ACCEPT: This | this

PROMPT: What is that? {bk01-l1b-f4-05.mp3}
TEMPLATE: What is ____?
RESPONSE: What is that? {bk01-l1b-f4-05.mp3}
ACCEPT: that

PROMPT: Circle the word. {bk01-l1b-f4-06.mp3}
TEMPLATE: Circle the ____.
RESPONSE: Circle the word. {bk01-l1b-f4-06.mp3}
ACCEPT: word

PROMPT: That is my pen. {bk01-l1b-f4-07.mp3}
TEMPLATE: That is ____ pen.
RESPONSE: That is my pen. {bk01-l1b-f4-07.mp3}
ACCEPT: my

PROMPT: What's your name? {bk01-l1b-f4-08.mp3}
TEMPLATE: What's your ____?
RESPONSE: What's your name? {bk01-l1b-f4-08.mp3}
ACCEPT: name

PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3}
TEMPLATE: ____ to the lab, please.
RESPONSE: Go to the lab, please. {bk01-l1b-f4-09.mp3}
ACCEPT: Go | go

PROMPT: That's a clock. {bk01-l1b-f4-10.mp3}
TEMPLATE: That's a ____.
RESPONSE: That's a clock. {bk01-l1b-f4-10.mp3}
ACCEPT: clock

$SESSION 1-6: Review — Sounds and Words

# Source: LLA 1D Figure 2 (VOCAB tags transferred from ST §What's Your Name?, dropped as TTS twin)
$DIALOGUE What's Your Name? {page_030_001.jpg|Two men in casual attire shaking hands. The man on the left holds a notebook or papers, and the man on the right holds a notebook or folder}
ID: 1d-f2
INTRO: Last part — review. Ted and Aldo meet for the first time, and you already know every word they say. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: Hello
Ted: Hello. {bk01-l1d-f2-01.mp3}

Aldo: Hello. {bk01-l1d-f2-02.mp3}
LINE: How are you? {bk01-l1d-f2-03.mp3}
Ted: Fine. Thanks. And you? {bk01-l1d-f2-04.mp3}

VOCAB: What is your name?
Aldo: Fine. What is your name? {bk01-l1d-f2-05.mp3}

VOCAB: My name is
Ted: My name is Ted. What is your name? {bk01-l1d-f2-06.mp3}

Aldo: My name is Aldo. {bk01-l1d-f2-07.mp3}

# SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "PEN / BOOK" (/p/-/b/) — instructor-read with no recorded stimulus or given word pairs; the two cassette sound activities below cover the same skill.

# Source: new (gap: the P/B contrast is drilled on the tapes but never explained anywhere in the lesson; restored 2026-08-22 from the previous master)
$GRAMMAR Two Sounds: P and B
ID: 1d-f3-b
INTRO: Two sounds that like to impersonate each other — P and B. A quick look at the difference, then your ears do the work.

CARD: **P** and **B** are made with the lips in exactly the same position. The difference is your voice.

CARD: **P** — no voice, just a small puff of air.
{pen}
{pencil}
{please}
{page}
{open}

CARD: **B** — the voice is on.
{book}
{notebook}
{table}
{number}
{lab}

SUMMARY:
Put your hand on your throat and say both: it hums for **B**, and stays quiet for **P**.

# Source: LLA 1A Figure 5 (skills strand; placed with the P/B work it reinforces)
$SELECT Same or Different?
ID: 1a-f5
HIDE_PROMPT
INTRO: Now sharpen your ear. You'll hear two words. Tap "Same" if they are the same word, "Different" if not — some pairs differ by one small sound.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: cap ... Cap {bk01-l1a-f5-ex.mp3}
ANSWER: s

PROMPT: putt ... But {bk01-l1a-f5-01.mp3}
ANSWER: d

PROMPT: bit ... Bit {bk01-l1a-f5-02.mp3}
ANSWER: s

PROMPT: rib ... Rip {bk01-l1a-f5-03.mp3}
ANSWER: d

PROMPT: lab ... Lap {bk01-l1a-f5-04.mp3}
ANSWER: d

PROMPT: cab ... Cab {bk01-l1a-f5-05.mp3}
ANSWER: s

PROMPT: peat ... Beat {bk01-l1a-f5-06.mp3}
ANSWER: d

PROMPT: sob ... Sob {bk01-l1a-f5-07.mp3}
ANSWER: s

PROMPT: bay ... Pay {bk01-l1a-f5-08.mp3}
ANSWER: d

PROMPT: tab ... Tab {bk01-l1a-f5-09.mp3}
ANSWER: s

PROMPT: pin ... Pin {bk01-l1a-f5-10.mp3}
ANSWER: s

# Source: LLA 1D Figure 3
$SELECT P or B?
ID: 1d-f3
HIDE_PROMPT
INTRO: You'll hear a word. Does it have the "p" sound, as in "put", or the "b" sound, as in "buy"? Tap the sound you hear.
INSTRUCTION: Tap the sound you hear.
OPTION: a | P sound (as in put)
OPTION: b | B sound (as in buy)

EXAMPLE
PROMPT: pencil {bk01-l1d-f3-ex.mp3}
ANSWER: a

PROMPT: pie {bk01-l1d-f3-01.mp3}
ANSWER: a

PROMPT: table {bk01-l1d-f3-02.mp3}
ANSWER: b

PROMPT: lab {bk01-l1d-f3-03.mp3}
ANSWER: b

PROMPT: nap {bk01-l1d-f3-04.mp3}
ANSWER: a

PROMPT: apple {bk01-l1d-f3-05.mp3}
ANSWER: a

PROMPT: bee {bk01-l1d-f3-06.mp3}
ANSWER: b

PROMPT: number {bk01-l1d-f3-07.mp3}
ANSWER: b

PROMPT: page {bk01-l1d-f3-08.mp3}
ANSWER: a

PROMPT: sleep {bk01-l1d-f3-09.mp3}
ANSWER: a

PROMPT: boy {bk01-l1d-f3-10.mp3}
ANSWER: b

# Source: LLA 1D Figure 1
$SELECT Tap the Word You Hear
ID: 1d-f1
INTRO: How many words do you know now? You'll hear a word — find it, tap it, then repeat it. Twenty-five words, and you've met every single one.
INSTRUCTION: Tap the word you hear.
HIDE_PROMPT
REPEAT

EXAMPLE
PROMPT: pen {bk01-l1d-f1-ex.mp3}
OPTION: a | chair
OPTION: b | pencil
OPTION: c | pen {bk01-l1d-f1-ex-a.mp3}
OPTION: d | clock
ANSWER: c

PROMPT: table {bk01-l1d-f1-01.mp3}
OPTION: a | this
OPTION: b | table {bk01-l1d-f1-01-a.mp3}
OPTION: c | that
OPTION: d | the
ANSWER: b

PROMPT: name {bk01-l1d-f1-02.mp3}
OPTION: a | what
OPTION: b | book
OPTION: c | name {bk01-l1d-f1-02-a.mp3}
OPTION: d | door
ANSWER: c

PROMPT: the {bk01-l1d-f1-03.mp3}
OPTION: a | to
OPTION: b | the {bk01-l1d-f1-03-a.mp3}
OPTION: c | table
OPTION: d | that
ANSWER: b

PROMPT: what {bk01-l1d-f1-04.mp3}
OPTION: a | door
OPTION: b | that
OPTION: c | word
OPTION: d | what {bk01-l1d-f1-04-a.mp3}
ANSWER: d

PROMPT: this {bk01-l1d-f1-05.mp3}
OPTION: a | that
OPTION: b | book
OPTION: c | this {bk01-l1d-f1-05-a.mp3}
OPTION: d | the
ANSWER: c

PROMPT: door {bk01-l1d-f1-06.mp3}
OPTION: a | door {bk01-l1d-f1-06-a.mp3}
OPTION: b | letter
OPTION: c | number
OPTION: d | pen
ANSWER: a

PROMPT: word {bk01-l1d-f1-07.mp3}
OPTION: a | word {bk01-l1d-f1-07-a.mp3}
OPTION: b | window
OPTION: c | write
OPTION: d | what
ANSWER: a

PROMPT: write {bk01-l1d-f1-08.mp3}
OPTION: a | name
OPTION: b | write {bk01-l1d-f1-08-a.mp3}
OPTION: c | your
OPTION: d | word
ANSWER: b

PROMPT: window {bk01-l1d-f1-09.mp3}
OPTION: a | close
OPTION: b | number
OPTION: c | window {bk01-l1d-f1-09-a.mp3}
OPTION: d | pencil
ANSWER: c

PROMPT: lab {bk01-l1d-f1-10.mp3}
OPTION: a | please
OPTION: b | clock
OPTION: c | pen
OPTION: d | lab {bk01-l1d-f1-10-a.mp3}
ANSWER: d

PROMPT: picture {bk01-l1d-f1-11.mp3}
OPTION: a | pencil
OPTION: b | picture {bk01-l1d-f1-11-a.mp3}
OPTION: c | page
OPTION: d | open
ANSWER: b

PROMPT: my {bk01-l1d-f1-12.mp3}
OPTION: a | my {bk01-l1d-f1-12-a.mp3}
OPTION: b | pen
OPTION: c | lab
OPTION: d | book
ANSWER: a

PROMPT: it's {bk01-l1d-f1-13.mp3}
OPTION: a | this
OPTION: b | it
OPTION: c | it's {bk01-l1d-f1-13-a.mp3}
OPTION: d | the
ANSWER: c

PROMPT: two {bk01-l1d-f1-14.mp3}
OPTION: a | what
OPTION: b | that
OPTION: c | to {bk01-l1d-f1-14-a.mp3}
OPTION: d | the
ANSWER: c

PROMPT: letter {bk01-l1d-f1-15.mp3}
OPTION: a | chair
OPTION: b | table
OPTION: c | picture
OPTION: d | letter {bk01-l1d-f1-15-a.mp3}
ANSWER: d

PROMPT: clock {bk01-l1d-f1-16.mp3}
OPTION: a | door
OPTION: b | clock {bk01-l1d-f1-16-a.mp3}
OPTION: c | pen
OPTION: d | chair
ANSWER: b

PROMPT: notebook {bk01-l1d-f1-17.mp3}
OPTION: a | notebook {bk01-l1d-f1-17-a.mp3}
OPTION: b | window
OPTION: c | book
OPTION: d | please
ANSWER: a

PROMPT: open {bk01-l1d-f1-18.mp3}
OPTION: a | picture
OPTION: b | table
OPTION: c | write
OPTION: d | open {bk01-l1d-f1-18-a.mp3}
ANSWER: d

PROMPT: please {bk01-l1d-f1-19.mp3}
OPTION: a | page
OPTION: b | pencil
OPTION: c | please {bk01-l1d-f1-19-a.mp3}
OPTION: d | picture
ANSWER: c

PROMPT: number {bk01-l1d-f1-20.mp3}
OPTION: a | notebook
OPTION: b | number {bk01-l1d-f1-20-a.mp3}
OPTION: c | letter
OPTION: d | name
ANSWER: b

PROMPT: chair {bk01-l1d-f1-21.mp3}
OPTION: a | close
OPTION: b | clock
OPTION: c | chair {bk01-l1d-f1-21-a.mp3}
OPTION: d | the
ANSWER: c

PROMPT: your {bk01-l1d-f1-22.mp3}
OPTION: a | your {bk01-l1d-f1-22-a.mp3}
OPTION: b | door
OPTION: c | that
OPTION: d | my
ANSWER: a

PROMPT: that {bk01-l1d-f1-23.mp3}
OPTION: a | table
OPTION: b | that {bk01-l1d-f1-23-a.mp3}
OPTION: c | the
OPTION: d | this
ANSWER: b

PROMPT: pencil {bk01-l1d-f1-24.mp3}
OPTION: a | please
OPTION: b | pen
OPTION: c | picture
OPTION: d | pencil {bk01-l1d-f1-24-a.mp3}
ANSWER: d

PROMPT: close {bk01-l1d-f1-25.mp3}
OPTION: a | close {bk01-l1d-f1-25-a.mp3}
OPTION: b | open
OPTION: c | clock
OPTION: d | door
ANSWER: a

# Source: LLA 1D Figure 4
$PRODUCE Around the Classroom {page_032_001.jpg|A line-drawing diagram of a classroom interior showing various labeled parts. Labeled items include: 1. A wall clock, 2. A door with a small window, 3. A chair, 4. A window with multiple panes, 5. Books on top of a cabinet, 6. A desk or table, 7. A student chair with an attached writing desk surface, 8. Another student desk-chair}
ID: 1d-f4
INTRO: The last activity of the lesson. Look at the numbered classroom picture, listen to each question, and answer aloud with a full sentence — then repeat the correct answer. That's the whole lesson done; see you in Lesson 2.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT

EXAMPLE
PROMPT: What is it? {bk01-l1d-f4-ex-q.mp3}
RESPONSE: It's a classroom. {bk01-l1d-f4-ex-a.mp3}

TEMPLATE: Number 1
PROMPT: What is that? {bk01-l1d-f4-01-q.mp3}
RESPONSE: It's a clock. {bk01-l1d-f4-01-a.mp3}

TEMPLATE: Number 2
PROMPT: What's that? {bk01-l1d-f4-02-q.mp3}
RESPONSE: It's a door. {bk01-l1d-f4-02-a.mp3}

TEMPLATE: Number 3
PROMPT: What is it? {bk01-l1d-f4-03-q.mp3}
RESPONSE: It's a chair. {bk01-l1d-f4-03-a.mp3}

TEMPLATE: Number 4
PROMPT: What is that? {bk01-l1d-f4-04-q.mp3}
RESPONSE: It's a window. {bk01-l1d-f4-04-a.mp3}

TEMPLATE: Number 5
PROMPT: What's that? {bk01-l1d-f4-05-q.mp3}
RESPONSE: It's a book. {bk01-l1d-f4-05-a.mp3}

TEMPLATE: Number 6
PROMPT: What is it? {bk01-l1d-f4-06-q.mp3}
RESPONSE: It's a table. {bk01-l1d-f4-06-a.mp3}

TEMPLATE: Number 7
PROMPT: What is that? {bk01-l1d-f4-07-q.mp3}
RESPONSE: It's a pencil. {bk01-l1d-f4-07-a.mp3}

TEMPLATE: Number 8
PROMPT: What's that? {bk01-l1d-f4-08-q.mp3}
RESPONSE: It's a pen. {bk01-l1d-f4-08-a.mp3}

# SKIPPED (book+tape): LLA 1D Figure 4 "Write the words" pass (per-item "Write: a clock." beats + 8 numbered write-lines) — duplicate of the spoken answers; convertible later as dictation.